Roxbury Inclusivity Statement
During the identification, development, and reexamination of programs, resources, and curricula, particular attention will be paid to material that might discriminate on the basis of sex, race, gender, identity, religion, national origin, sexual orientation, abilities, or creed. Furthermore, the lack of recognition of marginalized or minority populations is also taken into consideration. It is also understood that a district’s curriculum and school climate impacts learning by what its stakeholders chose to include as well as what they decide to exclude. In other words, what is omitted from one’s study is as formative as what is included. Conversations on inclusion must focus on the following key points:
- Allow for students to thoughtfully challenge the dominant cultural narrative with respect to the identities of others
- Develop culturally responsive and culturally sustaining/enhancing pedagogy
- Make available resources and opportunities relevant & applicable to the different identities in the class
These focus points also require an acknowledgment and understanding that difficult conversations will emerge from meaningful classroom discourse as it pertains to a fully inclusive learning experience.